Increasing Conceptual Understanding through CCM-CCA Based Learning Device

Authors

Muh. Makhrus , Muhammad Zuhdi , Wahyudi Wahyudi , Muhammad Taufik

DOI:

10.29303/jppipa.v6i1.347

Published:

2020-01-31

Issue:

Vol. 6 No. 1 (2020): January

Keywords:

Conceptual Understanding, CCM-CCA, Learning Device

Research Articles

Downloads

How to Cite

Makhrus, M., Zuhdi, M., Wahyudi, W., & Taufik, M. (2020). Increasing Conceptual Understanding through CCM-CCA Based Learning Device. Jurnal Penelitian Pendidikan IPA, 6(1), 81–84. https://doi.org/10.29303/jppipa.v6i1.347
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Learning must be focus on creating conceptual change in students. One of the alternatives is using CCM-CCA-based learning devices because CCM-CCA is a learning model that can create cognitive conflict as a condition for conceptual change. This research is directed to develop learning devices based on CCM-CCA that can improve conceptual understanding. The learning devices developed to consist of LEU (Learning Events Units) and SW (Students’ Worksheet) for Newton's Law material about motion and work-energy. The results of the validation of learning devices (LEU and SW validation) indicate that these devices are valid in content and construction so that they are suitable for the learning process. Based on the results of the implementation of the device and the test results, it was concluded that the CCM-CCA-based learning device was able to improve conceptual understanding. The increase was obtained through an N-Gain analysis with an N-Gain value for LEU of 60.44% and SW of 54.01%. The percentage of the N-Gain score is included in the increase with the medium category.

References

Baser, M. 2006. Fostering conceptual change by cognitive conflict based instruction on students’ understanding of heat and temperature concepts. Eurasia Journal of Mathematics, Science and Technology Education, 2(2).pp. 96-114.

Chi, M.T.H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S.Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Erlbaum

Gall, M.D. & Borg. (2003). Educational Research. Boston: Pearson Education, Inc.

Hake, R.R. (2002) "Relationship of Individual Student Normalized Learning Gains in Mechanics with Gender, High-School Physics, and Pretest Scores on Mathematics and Spatial Visualization," submitted to the Physics Education Research Conference; Boise, Idaho; August 2002.

Hidayatullah, Z., Makhrus, M., & Gunada, I.W. (2018). Analisis Tingkat Kemampuan Berpikir Kritis Gelombang Mekaanik melalui Pembelajaran dengan Pendekatan Konflik Kognitif. Jurnal Pendidikan Fisika dan Teknologi, 4(2).pp. 151-157.

Jonassen, D., Strobel, J., & Gottdenker, J. (2005). Model building for conceptional change. Interactive Learning Environments, 13(1-2).pp.15-37.

Makhrus, M. (2018). Efektivitas Model Pembelajaran CCM CCA untuk Memfasilitasi Perubahan Konsep Gaya Pada Mahasiswa. Jurnal Pendidikan Fisika dan Teknologi, 4(2).pp. 253-261

Makhrus M., Nur M., dan Widodo W. 2014. Model Perubahan Konseptual dengan Pendekatan Konflik Kognitif. Jurnal PIJAR MIPA, 9(1).pp. 20-25.

Rahim, R.A., Noor, N.M., & Zaid, N.M. (2015). Meta-analysis on Element of Cognitive Conflict Strategies with a Focus on Multimedia Learning Material Development. International Education Studies, 8(3).pp. 73-78.

Setyowati, A., Subali, B., dan Mosik. (2011). Implementasi pendekatan konflik kognitif dalam pembelajaran fisika untuk menumbuhkan kemampuan berpikir kritis siswa SMP kelas VIII. Jurnal Pendidikan Fisika Indonesia, 7(2).pp. 89-96.

Posner, S., Hewson & Gertzog. (1982). accomodation of a scienific conception: toward a theory of conceptual change. Department of Education, Cornell University, Ithaca, New York.

Vosniadou, S. (1999). Conceptual change research: The state of the art and future directions. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 1–13). Amsterdam, The Netherlands: Pergamon.

Author Biographies

Muh. Makhrus, Physics Education Department, Faculty of Mathematics and Science Education, University of Mataram

Physic of Education

Muhammad Zuhdi, Physics Education Department, Faculty of Mathematics and Science Education, University of Mataram

Wahyudi Wahyudi, Physics Education Department, Faculty of Mathematics and Science Education, University of Mataram

Muhammad Taufik, Physics Education Department, Faculty of Mathematics and Science Education, University of Mataram

License

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).